Innovators in Immersive Reality

West Virginia University hosted the event in their Media Innovation Center. Learn more about their work at https://mediainnovation.wvu.edu/home

We used the Lotus Blossom Technique Exercise to explored how (VR) technology can be applied to training, skill development, and employment outcomes, particularly in fields related to rehabilitation and vocational services. The session was facilitated by Allison Levine, PhD, NCC, CRC, Assistant Professor of Rehabilitation Counseling, University of Iowa.

The Lotus Blossom Technique is a creative brainstorming exercise designed to help individuals and teams explore multiple ideas around a central theme or problem. It’s commonly used in design thinking, problem-solving, and innovation, as it promotes expanding ideas outward in a structured way. The exercise is named after the lotus flower, which has many petals radiating from a center.

Here's how the Lotus Blossom Exercise worked:

1. Identify the Central Idea: Started with a core concept, issue, or question you want to explore.
2. Generate Related Ideas: Around this central box, they created eight surrounding boxes or "petals." They wrote one related idea, theme, or solution in each of these surrounding boxes. These were directly relate to the central idea and captured different ways to approach, solve, or expand on it.
3. Expand Each Related Idea: Took each of the ideas we wrote in the surrounding boxes and moved them to the center of their own grid. From each of these ideas, small groups generated additional surrounding ideas or details, repeating the same pattern.
4. Repeat as Needed: Continued expanding outward for as many layers as they needed. Each layer can help reach new depths of creativity and see ideas from fresh angles.
5. Analyze and Prioritize: Once they fully expanded the grid, reviewed all ideas to identify which ones are most promising, feasible, or interesting.

Key Areas Explored

• Training Flexibility and Access:
  • Geographical barriers can be mitigated by remote access to VR training, allowing for the inclusion of individuals with mobility needs or those in rural areas.
  • Desktop access and age-flexible solutions help cater to different developmental levels, ensuring broad access.
  • The exercise highlights how VR training can be a powerful tool for generalizing skills across various sectors, improving both labor market readiness and mobility needs.
• Opportunities in Employment and Labor Market:
  • VR technology opens doors to new job opportunities, such as roles for actors and system developers.
  • Collaboration and networking are enhanced through immersive technology, while remote positions can increase accessibility for a diverse workforce.
  • Training through VR could improve staff retention through increased self-efficacy and professional development.
• Challenges and Barriers:
  • Barriers include participant confidentiality, time constraints for training, and keeping up with software and system updates.
  • Concerns were raised about accessibility, including how to accommodate individuals with disabilities (sensory, cognitive, etc.).
  • There are potential threats like digital viruses, hackers, and tech fatigue, as well as cost-related obstacles, agency buy-in, and tech fear among participants.
• Resources and Solutions:
  • Libraries, community centers, and universities are identified as key resources for expanding VR training accessibility.
  • Implementing safe training environments, compensatory strategies for participants with disabilities, and wellness initiatives to combat tech stress are essential elements.
  • The exercise emphasizes the need for iterative processes, real-world job environment simulations, and inclusive design.
• Future Directions:
  • VR integration in professional training environments can lead to stronger skill sets for both practitioners and participants, with opportunities for remote access, enhanced representation, and inclusion.
  • There’s potential for using VR to enhance soft skill development (like speaking with employers, disclosure, and interviewing) in real-time, interactive environments.
  • The exercise suggests further exploration of gamification, augmented reality labs, and virtual career fairs to increase engagement and learning outcomes.

Members

West Virginia University/ AIR4VR Team

• Enis Fox-Schauffner, MS, NCC, Project Manager
• Margaret Glenn, EdD, CRC Professor/RSA IT Principal Investigator
• Heather Mullenix Graduate Assistant/RSA IT
• Barb Schiedermayer, MS, CRC, Curriculum Designer/Instructor
• Elisabeth Simpson, PhD, CRC, NCC Assistant Professor/Co-PI RSA IT, Methodist U
• David Smith, Teaching Associate Professor/Co-PI RSA IT

University of Iowa

• Allison Levine, PhD, NCC, CRC, Assistant Professor of Rehabilitation Counseling

University of Memphis

• Patrick Krolok, MBA, Project FIRST Grant Manager
• Sushmitha Nandiki, Research Assistant, Institute on Disability

Vermont Hireability

• Opal Grace Jones, MFA, MS, CRC, Vocational Counselor I/Transition Counselor

University of North Texas - UNTWise

• Ryan Appleton, MS, CRC, Associate Director of Transition Programs
• Justin Boulay, MS, Instructional Designer & Program Manager
• Rebecca (Becky) Cagle, MS, Associate Director of CRP
• Paula Fuller, MEd, EdD, Sr Program Project Coordinator
• Lucy Gafford, MS, DirectorJade Marth, MEd, Sr Program Project Coordinator

University of South Carolina Columbia

• Robert David Dawson, PhD, CRC, Clinical Associate Professor
• Michael J. Walsh, Ph.D., LPC, CRC, CPRP, Clinical Associate Professor

Interested in joining? Just send an email to air4vr@gmail.com